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Linguist's Lounge / Re: Where is Administration linguistforum.com ??
« Last post by Daniel on June 21, 2018, 05:58:11 PM »
You can post your question here.
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Linguist's Lounge / Where is Administration linguistforum.com ??
« Last post by Pavlosifb on June 21, 2018, 05:39:50 PM »
Can I contact admin??
It is important.
Thank.
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I am curious to see the impact but since I am crunched on time I am going to research on pragmatics (politeness) to see how it influence students compliance and then self-esteem.

Thank you once again for your time and advice. :)
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It doesn't seem to me that you can start by measuring self esteem by linguistic methods. Instead, you can measure self esteem some other way, then look at linguistic correlates.

You could do that either in general terms, for example measuring many variables such as frequency of pronoun use or the length/number of conversational turns, which might have some indirect relationship with self esteem. Or you could do it by more direct means once you establish particularly relevant variables. Probably that would be through some approach along the lines of discourse analysis, etc.

I don't have many specific suggestions to make, although you can probably find relevant research for other similar topics. For example, depression is a widely researched topic, and you might find some suggestions for starting points (methodology, linguistic features to consider, etc.) there.

Even once all of this is established, I would be surprised if the relationship is more than just a correlation-- self esteem possibly creating certain effects in speech. It is unlikely that they will be so closely correlated that you actually turn that around and measure self esteem by it, although that would certainly be an interesting result.
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Are you interested in linguistic correlates of self esteem for the purpose of linguistic research?

Or are you looking for a practical way to measure self esteem?

These are often available for free online. They sometimes take relatively extensive testing (maybe an hour or two?) and are done individually, but they are used by psychologists and medical doctors to evaluate certain outcomes or conditions, and are widely tested and standardized  That approach, or something like it, will be much more reliable and practical than looking for potential linguistic correlates of self esteem.

Yes, I am actually looking for how linguistics correlates with self-esteem particularly in a classroom setting. I was interested in the impact of teacher's verbal communication on students self-esteem since I noticed such occurrence when teaching myself.
So I want to evaluate teachers speech in a classroom and its effects on students to be a bit more exact. I know about the self-esteem measure developed by Marshall Rosenberg for children which again is purely a psychology based questionnaire.
I was wondering if this type of research was plausible, I want to combine the two areas together to show their importance.
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Are you interested in linguistic correlates of self esteem for the purpose of linguistic research?

Or are you looking for a practical way to measure self esteem?

There may be linguistic factors, but I would suggest looking at psychology research instead of linguistics narrowly for a practical answer. The (United States) NIH (National Institute of Health) has various surveys/packages designed to measure development, behavior and cognitive/psychological status for things like language development, depression, and so forth. These are often available for free online. They sometimes take relatively extensive testing (maybe an hour or two?) and are done individually, but they are used by psychologists and medical doctors to evaluate certain outcomes or conditions, and are widely tested and standardized (at least within the US context). That approach, or something like it, will be much more reliable and practical than looking for potential linguistic correlates of self esteem. They are also very often used for academic research too, not just practical applications. I don't know if there is a specific test battery designed for self esteem (I've only encountered these in passing for my own research, such as measuring memory abilities), but you probably can get some information that way, or at least think about how to design your own materials.
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Hello, I was wondering if anyone had an idea about a linguistic tool that can help with measuring self-esteem in children. I also am interested to know if there is any linguistic measure developed to evaluate teachers speech in classrooms.

I hope someone can assist as I have been looking around and am not able to find much..
Thanks in Advance
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Thanks again Daniel, useful clarifications and some good directions for me to look. I also just saw the link to your thesis - I will download that later and get some time to read through.
I won't be doing any experimentation myself, far too incompetent and under-educated for that! I am just hoping to get a view of experiments done in other languages that i can then try to apply any consistent principles back to Greek. Studies on modern Greek obviously, where I can find them, would be a good place to start!
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Note that this is a somewhat similar situation to what you describe for Greek, but exactly the opposite tendency: pronouns tend to disappear in repeated usage, while you find repeated usage of "ho" when the same referent is mentioned repeatedly.
There is the option to use pronouns also in these constructions, the pronominal use of the article is almost a short hand. I have deliberately avoided mentioning them below trying to avoid complicating things even more. Perhaps I will need to increase my scope to look at pronoun use... in attempting to focus on something really small narrowly defined, as normal I seem to be multiplying stuff I need to read!

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The potential weakness in the argument regarding Relevance Theory, and not necessarily specific to your work, is that it seems equally plausible to come up with the opposite hypothesis for similar reasons also motivated by relevance. This is why I referred to omission of pronouns in same subject contexts above.

Roughly, if the speaker and hearer already know about the subject, then why would we need to reinforce it?
My thoughts on reinforcing the subject when it is already known by speaker and hearer are pretty ill-thought through but would basically be as follows. In some reported dialogues, where there is a lot of switching between participants, surely there comes a time that anchoring the current discourse back to a named referent can help the comprehension. If half a page of text contains 10 switches between short interactions, then using the name of the current speaker might be helpful even if not really flagging the material as important. I would want to look into the possibility that some instances considered as marked reference in some grammars may just be the author needing to help the audience keep track of who is speaking. As I said - not carefully thought through, just something nagging at the back of my mind.

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You say the repeated usage somehow highlights its salience, and I can see that. But wouldn't this mean that you could get a contrast between repeated use of salient subjects, versus repeated use of unimportant subjects? Or, if not that, then try to find a way to distinguish these hypotheses
I will have to think about this. Thanks for pointing it out.

Thanks again

Matt
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Semantics and Pragmatics / gauge - what does it mean in this sentence?
« Last post by ian-st on June 17, 2018, 08:39:40 AM »
In the The Metaphysical Touch by Sylvia Brownrigg the word gauge is used in a way I cannot find in any dictionary.
"She was greeted at the door by a woman with a comfortable, weathered face: a face riven by warmth and comedy and the deep gauge of alcohol"
Is it being used in the sense of "a large measure of alcohol"? It is an attractive use of the word but I'm not sure it is correct.
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Semantics and Pragmatics / Re: in the 7th period / in 7th period?
« Last post by Daniel on June 16, 2018, 08:19:32 PM »
Even simpler: it's the same difference between "the math class" and "math class". You'd say "What did you do in math class" only when that's a name for an established class someone is taking, assumed to be the only one, so you don't need to say "the" before it.

By the way, that only applies at school (or equivalent institutions). In other contexts you'd need "the", such as "In the 6th period, the pendulum swung at the same rate as the 1st period."
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